Why Change how Additional Teaching Resources are Allocated to Schools?

Authors

  • Mary Byrne

Keywords:

Special Educational Needs, SEN, Additional Teaching Allocations, School Profile

Abstract

This article describes the National Council for Special Education (NCSE) proposal for the new model for allocating additional teaching supports for students with special educational needs in schools. It is based on a NCSE Working Group Report, ‘Delivery for Students with Special Educational Needs’ published in March 2014. This proposal for a new model was based on comprehensive research evidence and followed extensive consultations with stakeholders including parents, teachers, principals, educational psychologists, SNAs, school management bodies, teacher unions, officials from Government departments, advocacy groups and so on. This article summarises the proposals and readers are referred to the original report for a complete list of references and a full description of the consultation process.

References

Department of Education and Skills (2016) Review of the Pilot of a New Model for Allocating Teaching Resources to Mainstream Schools to Support Pupils with Special Educational Needs, Accessed on 8th April 2017 on the DES website at: http://www.education.ie/en/Publications/Inspection-ReportsPublications/Evaluation-Reports-Guidelines/Review-of-the-Pilot-of-aNew-Model-for-Allocating-Teaching-Resources-for-Pupils-with-SpecialEducational-Needs.pdf

Government of Ireland (2004) Education for Persons with Special Educational Needs Act, Dublin: Stationery Office.

National Council for Special Education (2013), Supporting Students with Special Educational Needs in Schools, Trim: NCSE.

National Council for Special Education (2014), Delivery for Students with Special Educational Needs: A Better and More Equitable Way, Trim: NCSE

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Published

2017-01-06

How to Cite

Byrne, M. (2017). Why Change how Additional Teaching Resources are Allocated to Schools?. REACH: Journal of Inclusive Education in Ireland, 30(2), 76–84. Retrieved from https://reachjournal.ie/index.php/reach/article/view/29

Issue

Vol. 30 No. 2 (2017)

Section

Articles

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